{"id":354,"date":"2023-05-19T15:25:59","date_gmt":"2023-05-19T15:25:59","guid":{"rendered":"https:\/\/pressbooks.ulib.csuohio.edu\/teachingandlearning\/?post_type=chapter&#038;p=354"},"modified":"2023-05-19T16:01:28","modified_gmt":"2023-05-19T16:01:28","slug":"inclusive-teaching-checklist","status":"publish","type":"chapter","link":"https:\/\/pressbooks.ulib.csuohio.edu\/teachingandlearning\/chapter\/inclusive-teaching-checklist\/","title":{"rendered":"Inclusive Teaching Checklist"},"content":{"raw":"<div class=\"textbox textbox--learning-objectives\">\r\n<h1 class=\"textbox__header\" style=\"text-align: left\"><span class=\"textbox__title\" style=\"color: #ffffff\">Pre-Semester<\/span><\/h1>\r\n<div class=\"textbox__content\">\r\n<ul>\r\n \t<li>Review Syllabus and Edit to Be Inclusive.\r\n<ul>\r\n \t<li>\u00a0Include success statement.\r\n<ul>\r\n \t<li>Ex. \u201cYou have worked hard to be here; you belong here. Congratulations on your achievements, and welcome to the course. I\u2019m excited you are here, and I hope it will be a great semester for all. (Sathy and Hogan 2020).\u201d<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Ensure that students know how to get information and help.\r\n<ul>\r\n \t<li>Resources for accommodations through the school.<\/li>\r\n \t<li>Resources on mental health, care center, etc.<\/li>\r\n \t<li>Resources for students who may be bilingual\/multilingual.<\/li>\r\n \t<li>Also include information on clubs\/groups at the school.<\/li>\r\n \t<li>Let students know how to report bias or discrimination.<\/li>\r\n \t<li>Include basic needs resources offered by the school and community.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>\u00a0Include ways for students to identify their gender to be addressed appropriately.\r\n<ul>\r\n \t<li>Encourage sharing in Introduction Discussion post.<\/li>\r\n \t<li>Encourage adding their preferred name and pronouns as their email signature.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Include ideas to help decrease cost of resources, if possible.<\/li>\r\n \t<li>Include diverse resources\/articles\/videos\/podcasts\/etc.<\/li>\r\n \t<li>Include a respect\/civility statement.\r\n<ul>\r\n \t<li>Ex. \u201cYour instructional team affirms our commitment to the following, and encourage you to as well:\r\n<ul>\r\n \t<li>respect the dignity and essential worth of all individuals<\/li>\r\n \t<li>promote a culture of respect throughout the university community<\/li>\r\n \t<li>respect the privacy, property, and freedom of others<\/li>\r\n \t<li>reject bigotry, discrimination, violence, or intimidation of any kind<\/li>\r\n \t<li>practice personal and academic integrity and expect it from others<\/li>\r\n \t<li>promote the diversity of opinions, ideas, and backgrounds that is the lifeblood of the university. (Mt. Holyoke College n.d.).\u201d<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>\u00a0Check the overall tone of your syllabus and aim for a supportive and warm tone.\r\n<ul>\r\n \t<li>Read the syllabus as if you were a student and use student-centered language that is invitational.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Set Instructor Availability.\r\n<ul>\r\n \t<li>o Ensure that the times can reach different schedules.\r\n<ul>\r\n \t<li>For example, some daytime, some evening, some weekend.<\/li>\r\n \t<li>Include class zooms to allow for peer contact and large group instruction as well as one-on-one availability.<\/li>\r\n \t<li>Use a website such as calendly so that students can choose times that work best without the back and forth through email.<\/li>\r\n \t<li>Set class zoom schedule prior to the semester starting so that students can make plans to attend.<\/li>\r\n \t<li>Post zoom schedules (with links) and calendly link to homepage for easy access by students.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\nExample:\r\n<table class=\"grid\" style=\"height: 157px;width: 631px\" width=\"600\" cellspacing=\"1\" cellpadding=\"1\">\r\n<tbody>\r\n<tr style=\"height: 10px\">\r\n<td style=\"height: 10px;width: 156.141px\">Date<\/td>\r\n<td style=\"height: 10px;width: 94px\">Time<\/td>\r\n<td style=\"height: 10px;width: 352.047px\">Zoom Link<\/td>\r\n<\/tr>\r\n<tr style=\"height: 10px\">\r\n<td style=\"height: 10px;width: 156.141px\">March 23rd<\/td>\r\n<td style=\"height: 10px;width: 94px\">6 p.m.<\/td>\r\n<td style=\"height: 10px;width: 352.047px\"><a href=\"https:\/\/csuohio.zoom.us\/j\/85376125614\" target=\"_blank\" rel=\"noopener\">https:\/\/csuohio.zoom.us\/j\/85376125614<\/a><\/td>\r\n<\/tr>\r\n<tr style=\"height: 30px\">\r\n<td class=\"border\" style=\"height: 10px;width: 156.141px\">April 27th<\/td>\r\n<td style=\"height: 10px;width: 94px\">6 p.m.<\/td>\r\n<td style=\"height: 10px;width: 352.047px\"><a href=\"https:\/\/csuohio.zoom.us\/j\/83493326769\" target=\"_blank\" rel=\"noopener\">https:\/\/csuohio.zoom.us\/j\/83493326769<\/a><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n&nbsp;\r\n<ul>\r\n \t<li>Email Students with Accommodations Emailed by ODS.\r\n<ul>\r\n \t<li>\u00a0Let the students know you received their accommodations.<\/li>\r\n \t<li>\u00a0Also, let them know you are committed to their success.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Initial Class Email.\r\n<ul>\r\n \t<li>\u00a0Allow students to see your syllabus ahead of time.<\/li>\r\n \t<li>\u00a0Let students know how to reach you.<\/li>\r\n \t<li>\u00a0Ensure students know that you are here to help them succeed.<\/li>\r\n \t<li>\u00a0Help students understand why they should care about the material\/how it can help them in the field post-graduation.<\/li>\r\n \t<li>\u00a0Include a bit of personal information.\r\n<ul>\r\n \t<li>Possibly with a link to more details or a video.<\/li>\r\n \t<li>Consider a short reflection about how you felt as a student before a new semester started.<\/li>\r\n \t<li>Alternatively, you can include a photo of yourself with something you did in the past year, or you with a pet, or a picture of you in college to which they might relate.<\/li>\r\n \t<li>This kind of talk about yourself and your experiences is called self-disclosure. Research studies show that self-disclosure has many positive student perception outcomes, such as increased interest in the course and an increased likelihood of engaging with teachers outside the classroom.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Review Course Resources.\r\n<ul>\r\n \t<li>Look through course content and ensure there are a range of additional resources.\r\n<ul>\r\n \t<li>Include podcasts, articles, PowerPoints, documents, etc.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Ensure that the resources are diverse in content.\r\n<ul>\r\n \t<li>The content should be produced by diverse content creators.<\/li>\r\n \t<li>The content and resources should be diverse in the populations discussed.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Post Discussion Board Threads.\r\n<ul>\r\n \t<li>o Post thread for student introductions.<\/li>\r\n \t<li>o Post a thread for student questions.<\/li>\r\n \t<li>o Post discussion threads for quizzes and assignment questions\/ support.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<div class=\"textbox textbox--examples\"><header class=\"textbox__header\">\r\n<h1 class=\"textbox__title\"><span style=\"color: #ffffff\">Beginning Week of the Semester<\/span><\/h1>\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<ul>\r\n \t<li>Hold a zoom meeting the first week of the semester (online courses)\/ get to know you session in the in-person course setting.\r\n<ul>\r\n \t<li>Use this time to introduce yourself.<\/li>\r\n \t<li>Let peers see and get to know each other.<\/li>\r\n \t<li>Answer any questions.<\/li>\r\n \t<li>Encourage the review of the syllabus.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Encourage an introduction discussion post (online)\/ ice breaker (in-person).\r\n<ul>\r\n \t<li>Use cards to have student\u2019s write their names and pronouns (in-person).<\/li>\r\n \t<li>Encourage student to include basic information.<\/li>\r\n \t<li>Encourage students to include their preferred name and their pronouns.<\/li>\r\n \t<li>Some additional questions that would be beneficial:\r\n<ul>\r\n \t<li>What is one skill that you have that makes you unique from many other people?<\/li>\r\n \t<li>What part of the state, country, or globe are you from?<\/li>\r\n \t<li>What do you think you will learn in this class?<\/li>\r\n \t<li>What would make the course material interesting or useful to you?<\/li>\r\n \t<li>Could you share anything about any classes you have been a part of where the instructor did some things that you thought worked well (such as anything that made the course more interesting or personal)?\r\n<ul>\r\n \t<li>It is important to me that all members of the class feel supported, respected, and included.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>What does your vision of inclusivity look like in a course\/classroom setting? If it helps, you can provide examples of what inclusion does NOT look like.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>If Possible, Engage Individually with Students.\r\n<ul>\r\n \t<li>Reply to each student\u2019s discussion posts, specifically the introduction (online).<\/li>\r\n \t<li>Engage each student prior to class beginning (in-person).<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Ask students to review the syllabus.\r\n<ul>\r\n \t<li>Make it fun.\r\n<ul>\r\n \t<li>In small groups and respond to a set of questions such as \u201cfind one topic that you are all interested in learning about and tell me why.\u201d\r\n<ul>\r\n \t<li>If your course involves a lot of small-group discussion, this could be a good opportunity to start as you mean to go by incorporating a small-group activity related to the syllabus.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Offer an open discussion forum for students to pose and answer questions for all to see.\r\n<ul>\r\n \t<li>This approach has the added benefit of being available throughout the term and encourages engagement beyond the first day of class.<\/li>\r\n \t<li>If your course involves a lot of small-group discussion, this could be a good opportunity to start as you mean to go by incorporating a small-group activity related to the syllabus.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Plan the Next Session.\r\n<ul>\r\n \t<li>Be sure to plan your next lessons with as much intentionality as you did the first day.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\r\n<h1 class=\"textbox__title\"><span style=\"color: #ffffff\">During the Semester<\/span><\/h1>\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\n&nbsp;\r\n\r\nWeekly Emails- Sent Sunday.\r\n<ul>\r\n \t<li>Format the email the same each week.\r\n<ul>\r\n \t<li>Week #, Module #, Topic of the Week.<\/li>\r\n \t<li>Synopsis of the topic for the week- what to expect will be covered that week.<\/li>\r\n \t<li>Student to-do list.\r\n<ul>\r\n \t<li>Include readings, articles, assignments.<\/li>\r\n \t<li>Include due dates.<\/li>\r\n \t<li>Highlight the assignments that are due to draw attention to it.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\nContinue to Check the Discussion Board.\r\n<ul>\r\n \t<li>Students may post late on the introduction discussion board.<\/li>\r\n \t<li>Check for questions.<\/li>\r\n \t<li>Ensure posted content is appropriate.<\/li>\r\n<\/ul>\r\nContinue to Plan Sessions.\r\n<ul>\r\n \t<li>Content is important; however, put careful thought into facilitating classroom interactions.\r\n<ul>\r\n \t<li>Plan group activities.\r\n<ul>\r\n \t<li>Make sure you are circulating in the room.\r\n<ul>\r\n \t<li>Helps with grading participation.<\/li>\r\n \t<li>Answer questions groups may have.<\/li>\r\n \t<li>Shows interests in students and the content of their discussions.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Allow for peer and instructor reactions in a less formal manner.\r\n<ul>\r\n \t<li>Don\u2019t just talk at the students with information.<\/li>\r\n \t<li>Allow for engagement.<\/li>\r\n \t<li>Keep time for interactions.\r\n<ul>\r\n \t<li>Ex. 3-minute group discussion, 1 minute sharing with large group.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Student Participation.\r\n<ul>\r\n \t<li>Clear criteria\/rubric for participation grading of the student.<\/li>\r\n \t<li>Give students questions prior to lecture to prepare.<\/li>\r\n \t<li>Allow for a way for students to let you know they understand\/ are ready to move on and those that are not.\r\n<ul>\r\n \t<li>Thumbs up, if they understand the content.<\/li>\r\n \t<li>Thumbs down, if they do not and need more time.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Visual Considerations for Lectures.\r\n<ul>\r\n \t<li>Consider grayscale powerpoint slides.\r\n<ul>\r\n \t<li>Allows for contrast for colorblind students.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Explore different fonts.\r\n<ul>\r\n \t<li>Some fonts aide students who have dyslexia.\r\n<ul>\r\n \t<li>Fonts that are less crowded\/ have space between the letters and words.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>While lecturing, do not read the slide verbatim.\r\n<ul>\r\n \t<li>Lengthy slides, allow for students to read silently and then review the content.\r\n<ul>\r\n \t<li>Allow for accommodations for those whom are visually impaired.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Auditory Considerations for Lectures.\r\n<ul>\r\n \t<li>Consider using a microphone.\r\n<ul>\r\n \t<li>Helps those that have auditory difficulties or those that have chatty neighbors.<\/li>\r\n \t<li>Use closed captioning\/ subtitles.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Considerations for Notetakers.\r\n<ul>\r\n \t<li>Provide students with the slides prior to\/ or along with the lecture.<\/li>\r\n \t<li>Provide a skeletal outline to allow for students to fill in key components.\r\n<ul>\r\n \t<li>Engages in notetaking.<\/li>\r\n \t<li>Helps with attention from the student.<\/li>\r\n \t<li>Provides an outline that is organized to help the student find information easier.<\/li>\r\n \t<li>Teaches effective notetaking.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Think-Pair-Share- Outline for Active Listening.\r\n<ul>\r\n \t<li>Allows the student time to process the idea and construct their answers before jumping into a conversation.\r\n<ul>\r\n \t<li>This will apply to introverts, students with learning differences, and multilingual students, etc.\r\n<ul>\r\n \t<li>In a properly executed TPS, the instructor will prompt students to spend a specific amount of time thinking independently.<\/li>\r\n \t<li>This may sound like: \u201cI will give you all one minute to think and write silently about the question. I will then prompt you when the one minute is up and you are able to talk with your partner about your ideas. You will have three minutes to discuss, and I will give you a one-minute warning before time is up. Finally, we will have ten minutes for a group discussion, and I will share details of how that will be done later.\u201d<\/li>\r\n \t<li>Be the one to assign the groups or pairs.\r\n<ul>\r\n \t<li>Ensures inclusion.<\/li>\r\n \t<li>Cuts down on time.\r\n<ul>\r\n \t<li>Student do not have to find a partner or group.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Sharing Structure.\r\n<ul>\r\n \t<li>Have a structure for the sharing portion of the activity.\r\n<ul>\r\n \t<li>Have a plan and communicate that plan to your students.\r\n<ul>\r\n \t<li>For example, you might advise students that you intend to call on a group\/pair to summarize their discussion.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>More structure can be brought to the instructions by asking students to assign a reporter before they begin pairing and giving explicit directions about how much time, a response should take.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Use Classroom Response Systems (CRS)\/ Polling.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\nGrowth Mindset Grading.\r\n<ul>\r\n \t<li>Allow an exam or assignment at the end of the semester to replace a low grade to show learning and growth by the student.<\/li>\r\n \t<li>Allow for corrections to increase assignment score.<\/li>\r\n \t<li>Weight assignments less heavily at the beginning of the semester to allow for growth throughout the semester.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>","rendered":"<div class=\"textbox textbox--learning-objectives\">\n<h1 class=\"textbox__header\" style=\"text-align: left\"><span class=\"textbox__title\" style=\"color: #ffffff\">Pre-Semester<\/span><\/h1>\n<div class=\"textbox__content\">\n<ul>\n<li>Review Syllabus and Edit to Be Inclusive.\n<ul>\n<li>\u00a0Include success statement.\n<ul>\n<li>Ex. \u201cYou have worked hard to be here; you belong here. Congratulations on your achievements, and welcome to the course. I\u2019m excited you are here, and I hope it will be a great semester for all. (Sathy and Hogan 2020).\u201d<\/li>\n<\/ul>\n<\/li>\n<li>Ensure that students know how to get information and help.\n<ul>\n<li>Resources for accommodations through the school.<\/li>\n<li>Resources on mental health, care center, etc.<\/li>\n<li>Resources for students who may be bilingual\/multilingual.<\/li>\n<li>Also include information on clubs\/groups at the school.<\/li>\n<li>Let students know how to report bias or discrimination.<\/li>\n<li>Include basic needs resources offered by the school and community.<\/li>\n<\/ul>\n<\/li>\n<li>\u00a0Include ways for students to identify their gender to be addressed appropriately.\n<ul>\n<li>Encourage sharing in Introduction Discussion post.<\/li>\n<li>Encourage adding their preferred name and pronouns as their email signature.<\/li>\n<\/ul>\n<\/li>\n<li>Include ideas to help decrease cost of resources, if possible.<\/li>\n<li>Include diverse resources\/articles\/videos\/podcasts\/etc.<\/li>\n<li>Include a respect\/civility statement.\n<ul>\n<li>Ex. \u201cYour instructional team affirms our commitment to the following, and encourage you to as well:\n<ul>\n<li>respect the dignity and essential worth of all individuals<\/li>\n<li>promote a culture of respect throughout the university community<\/li>\n<li>respect the privacy, property, and freedom of others<\/li>\n<li>reject bigotry, discrimination, violence, or intimidation of any kind<\/li>\n<li>practice personal and academic integrity and expect it from others<\/li>\n<li>promote the diversity of opinions, ideas, and backgrounds that is the lifeblood of the university. (Mt. Holyoke College n.d.).\u201d<\/li>\n<\/ul>\n<\/li>\n<li>\u00a0Check the overall tone of your syllabus and aim for a supportive and warm tone.\n<ul>\n<li>Read the syllabus as if you were a student and use student-centered language that is invitational.<\/li>\n<\/ul>\n<\/li>\n<li>Set Instructor Availability.\n<ul>\n<li>o Ensure that the times can reach different schedules.\n<ul>\n<li>For example, some daytime, some evening, some weekend.<\/li>\n<li>Include class zooms to allow for peer contact and large group instruction as well as one-on-one availability.<\/li>\n<li>Use a website such as calendly so that students can choose times that work best without the back and forth through email.<\/li>\n<li>Set class zoom schedule prior to the semester starting so that students can make plans to attend.<\/li>\n<li>Post zoom schedules (with links) and calendly link to homepage for easy access by students.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Example:<\/p>\n<table class=\"grid\" style=\"height: 157px;width: 631px; width: 600px; border-spacing: 1px;\" cellpadding=\"1\">\n<tbody>\n<tr style=\"height: 10px\">\n<td style=\"height: 10px;width: 156.141px\">Date<\/td>\n<td style=\"height: 10px;width: 94px\">Time<\/td>\n<td style=\"height: 10px;width: 352.047px\">Zoom Link<\/td>\n<\/tr>\n<tr style=\"height: 10px\">\n<td style=\"height: 10px;width: 156.141px\">March 23rd<\/td>\n<td style=\"height: 10px;width: 94px\">6 p.m.<\/td>\n<td style=\"height: 10px;width: 352.047px\"><a href=\"https:\/\/csuohio.zoom.us\/j\/85376125614\" target=\"_blank\" rel=\"noopener\">https:\/\/csuohio.zoom.us\/j\/85376125614<\/a><\/td>\n<\/tr>\n<tr style=\"height: 30px\">\n<td class=\"border\" style=\"height: 10px;width: 156.141px\">April 27th<\/td>\n<td style=\"height: 10px;width: 94px\">6 p.m.<\/td>\n<td style=\"height: 10px;width: 352.047px\"><a href=\"https:\/\/csuohio.zoom.us\/j\/83493326769\" target=\"_blank\" rel=\"noopener\">https:\/\/csuohio.zoom.us\/j\/83493326769<\/a><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<ul>\n<li>Email Students with Accommodations Emailed by ODS.\n<ul>\n<li>\u00a0Let the students know you received their accommodations.<\/li>\n<li>\u00a0Also, let them know you are committed to their success.<\/li>\n<\/ul>\n<\/li>\n<li>Initial Class Email.\n<ul>\n<li>\u00a0Allow students to see your syllabus ahead of time.<\/li>\n<li>\u00a0Let students know how to reach you.<\/li>\n<li>\u00a0Ensure students know that you are here to help them succeed.<\/li>\n<li>\u00a0Help students understand why they should care about the material\/how it can help them in the field post-graduation.<\/li>\n<li>\u00a0Include a bit of personal information.\n<ul>\n<li>Possibly with a link to more details or a video.<\/li>\n<li>Consider a short reflection about how you felt as a student before a new semester started.<\/li>\n<li>Alternatively, you can include a photo of yourself with something you did in the past year, or you with a pet, or a picture of you in college to which they might relate.<\/li>\n<li>This kind of talk about yourself and your experiences is called self-disclosure. Research studies show that self-disclosure has many positive student perception outcomes, such as increased interest in the course and an increased likelihood of engaging with teachers outside the classroom.<\/li>\n<\/ul>\n<\/li>\n<li>Review Course Resources.\n<ul>\n<li>Look through course content and ensure there are a range of additional resources.\n<ul>\n<li>Include podcasts, articles, PowerPoints, documents, etc.<\/li>\n<\/ul>\n<\/li>\n<li>Ensure that the resources are diverse in content.\n<ul>\n<li>The content should be produced by diverse content creators.<\/li>\n<li>The content and resources should be diverse in the populations discussed.<\/li>\n<\/ul>\n<\/li>\n<li>Post Discussion Board Threads.\n<ul>\n<li>o Post thread for student introductions.<\/li>\n<li>o Post a thread for student questions.<\/li>\n<li>o Post discussion threads for quizzes and assignment questions\/ support.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--examples\">\n<header class=\"textbox__header\">\n<h1 class=\"textbox__title\"><span style=\"color: #ffffff\">Beginning Week of the Semester<\/span><\/h1>\n<\/header>\n<div class=\"textbox__content\">\n<ul>\n<li>Hold a zoom meeting the first week of the semester (online courses)\/ get to know you session in the in-person course setting.\n<ul>\n<li>Use this time to introduce yourself.<\/li>\n<li>Let peers see and get to know each other.<\/li>\n<li>Answer any questions.<\/li>\n<li>Encourage the review of the syllabus.<\/li>\n<\/ul>\n<\/li>\n<li>Encourage an introduction discussion post (online)\/ ice breaker (in-person).\n<ul>\n<li>Use cards to have student\u2019s write their names and pronouns (in-person).<\/li>\n<li>Encourage student to include basic information.<\/li>\n<li>Encourage students to include their preferred name and their pronouns.<\/li>\n<li>Some additional questions that would be beneficial:\n<ul>\n<li>What is one skill that you have that makes you unique from many other people?<\/li>\n<li>What part of the state, country, or globe are you from?<\/li>\n<li>What do you think you will learn in this class?<\/li>\n<li>What would make the course material interesting or useful to you?<\/li>\n<li>Could you share anything about any classes you have been a part of where the instructor did some things that you thought worked well (such as anything that made the course more interesting or personal)?\n<ul>\n<li>It is important to me that all members of the class feel supported, respected, and included.<\/li>\n<\/ul>\n<\/li>\n<li>What does your vision of inclusivity look like in a course\/classroom setting? If it helps, you can provide examples of what inclusion does NOT look like.<\/li>\n<\/ul>\n<\/li>\n<li>If Possible, Engage Individually with Students.\n<ul>\n<li>Reply to each student\u2019s discussion posts, specifically the introduction (online).<\/li>\n<li>Engage each student prior to class beginning (in-person).<\/li>\n<\/ul>\n<\/li>\n<li>Ask students to review the syllabus.\n<ul>\n<li>Make it fun.\n<ul>\n<li>In small groups and respond to a set of questions such as \u201cfind one topic that you are all interested in learning about and tell me why.\u201d\n<ul>\n<li>If your course involves a lot of small-group discussion, this could be a good opportunity to start as you mean to go by incorporating a small-group activity related to the syllabus.<\/li>\n<\/ul>\n<\/li>\n<li>Offer an open discussion forum for students to pose and answer questions for all to see.\n<ul>\n<li>This approach has the added benefit of being available throughout the term and encourages engagement beyond the first day of class.<\/li>\n<li>If your course involves a lot of small-group discussion, this could be a good opportunity to start as you mean to go by incorporating a small-group activity related to the syllabus.<\/li>\n<\/ul>\n<\/li>\n<li>Plan the Next Session.\n<ul>\n<li>Be sure to plan your next lessons with as much intentionality as you did the first day.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<h1 class=\"textbox__title\"><span style=\"color: #ffffff\">During the Semester<\/span><\/h1>\n<\/header>\n<div class=\"textbox__content\">\n<p>&nbsp;<\/p>\n<p>Weekly Emails- Sent Sunday.<\/p>\n<ul>\n<li>Format the email the same each week.\n<ul>\n<li>Week #, Module #, Topic of the Week.<\/li>\n<li>Synopsis of the topic for the week- what to expect will be covered that week.<\/li>\n<li>Student to-do list.\n<ul>\n<li>Include readings, articles, assignments.<\/li>\n<li>Include due dates.<\/li>\n<li>Highlight the assignments that are due to draw attention to it.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Continue to Check the Discussion Board.<\/p>\n<ul>\n<li>Students may post late on the introduction discussion board.<\/li>\n<li>Check for questions.<\/li>\n<li>Ensure posted content is appropriate.<\/li>\n<\/ul>\n<p>Continue to Plan Sessions.<\/p>\n<ul>\n<li>Content is important; however, put careful thought into facilitating classroom interactions.\n<ul>\n<li>Plan group activities.\n<ul>\n<li>Make sure you are circulating in the room.\n<ul>\n<li>Helps with grading participation.<\/li>\n<li>Answer questions groups may have.<\/li>\n<li>Shows interests in students and the content of their discussions.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li>Allow for peer and instructor reactions in a less formal manner.\n<ul>\n<li>Don\u2019t just talk at the students with information.<\/li>\n<li>Allow for engagement.<\/li>\n<li>Keep time for interactions.\n<ul>\n<li>Ex. 3-minute group discussion, 1 minute sharing with large group.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li>Student Participation.\n<ul>\n<li>Clear criteria\/rubric for participation grading of the student.<\/li>\n<li>Give students questions prior to lecture to prepare.<\/li>\n<li>Allow for a way for students to let you know they understand\/ are ready to move on and those that are not.\n<ul>\n<li>Thumbs up, if they understand the content.<\/li>\n<li>Thumbs down, if they do not and need more time.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li>Visual Considerations for Lectures.\n<ul>\n<li>Consider grayscale powerpoint slides.\n<ul>\n<li>Allows for contrast for colorblind students.<\/li>\n<\/ul>\n<\/li>\n<li>Explore different fonts.\n<ul>\n<li>Some fonts aide students who have dyslexia.\n<ul>\n<li>Fonts that are less crowded\/ have space between the letters and words.<\/li>\n<\/ul>\n<\/li>\n<li>While lecturing, do not read the slide verbatim.\n<ul>\n<li>Lengthy slides, allow for students to read silently and then review the content.\n<ul>\n<li>Allow for accommodations for those whom are visually impaired.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li>Auditory Considerations for Lectures.\n<ul>\n<li>Consider using a microphone.\n<ul>\n<li>Helps those that have auditory difficulties or those that have chatty neighbors.<\/li>\n<li>Use closed captioning\/ subtitles.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li>Considerations for Notetakers.\n<ul>\n<li>Provide students with the slides prior to\/ or along with the lecture.<\/li>\n<li>Provide a skeletal outline to allow for students to fill in key components.\n<ul>\n<li>Engages in notetaking.<\/li>\n<li>Helps with attention from the student.<\/li>\n<li>Provides an outline that is organized to help the student find information easier.<\/li>\n<li>Teaches effective notetaking.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li>Think-Pair-Share- Outline for Active Listening.\n<ul>\n<li>Allows the student time to process the idea and construct their answers before jumping into a conversation.\n<ul>\n<li>This will apply to introverts, students with learning differences, and multilingual students, etc.\n<ul>\n<li>In a properly executed TPS, the instructor will prompt students to spend a specific amount of time thinking independently.<\/li>\n<li>This may sound like: \u201cI will give you all one minute to think and write silently about the question. I will then prompt you when the one minute is up and you are able to talk with your partner about your ideas. You will have three minutes to discuss, and I will give you a one-minute warning before time is up. Finally, we will have ten minutes for a group discussion, and I will share details of how that will be done later.\u201d<\/li>\n<li>Be the one to assign the groups or pairs.\n<ul>\n<li>Ensures inclusion.<\/li>\n<li>Cuts down on time.\n<ul>\n<li>Student do not have to find a partner or group.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li>Sharing Structure.\n<ul>\n<li>Have a structure for the sharing portion of the activity.\n<ul>\n<li>Have a plan and communicate that plan to your students.\n<ul>\n<li>For example, you might advise students that you intend to call on a group\/pair to summarize their discussion.<\/li>\n<\/ul>\n<\/li>\n<li>More structure can be brought to the instructions by asking students to assign a reporter before they begin pairing and giving explicit directions about how much time, a response should take.<\/li>\n<\/ul>\n<\/li>\n<li>Use Classroom Response Systems (CRS)\/ Polling.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Growth Mindset Grading.<\/p>\n<ul>\n<li>Allow an exam or assignment at the end of the semester to replace a low grade to show learning and growth by the student.<\/li>\n<li>Allow for corrections to increase assignment score.<\/li>\n<li>Weight assignments less heavily at the beginning of the semester to allow for growth throughout the semester.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n","protected":false},"author":404,"menu_order":2,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":["ashley-dudinsky"],"pb_section_license":""},"chapter-type":[],"contributor":[70],"license":[],"class_list":["post-354","chapter","type-chapter","status-publish","hentry","contributor-ashley-dudinsky"],"part":25,"_links":{"self":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/teachingandlearning\/wp-json\/pressbooks\/v2\/chapters\/354","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/teachingandlearning\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/teachingandlearning\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/teachingandlearning\/wp-json\/wp\/v2\/users\/404"}],"version-history":[{"count":4,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/teachingandlearning\/wp-json\/pressbooks\/v2\/chapters\/354\/revisions"}],"predecessor-version":[{"id":359,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/teachingandlearning\/wp-json\/pressbooks\/v2\/chapters\/354\/revisions\/359"}],"part":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/teachingandlearning\/wp-json\/pressbooks\/v2\/parts\/25"}],"metadata":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/teachingandlearning\/wp-json\/pressbooks\/v2\/chapters\/354\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/teachingandlearning\/wp-json\/wp\/v2\/media?parent=354"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/teachingandlearning\/wp-json\/pressbooks\/v2\/chapter-type?post=354"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/teachingandlearning\/wp-json\/wp\/v2\/contributor?post=354"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/teachingandlearning\/wp-json\/wp\/v2\/license?post=354"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}